Colwill Ruth M
Department of Cognitive, Linguistic & Psychological Sciences, Box 1821, 190 Thayer Street, Brown University, Providence, RI 02912, United States.
Behav Processes. 2019 Jul;164:150-156. doi: 10.1016/j.beproc.2019.04.005. Epub 2019 May 2.
Within a week of fertilization, a zebrafish larva has developed a robust behavioral repertoire that includes the ability to learn about noncontingent stimuli. I begin this paper with a brief review of the t1-t2 framework in which groups receive different experiences at the first time point (t1) followed by a common assessment at the second time point (t2) and the strengths of this framework for studying stimulus learning. I then describe assays that have been implemented within the t1-t2 framework to demonstrate stimulus learning in the developing zebrafish. I discuss how these assays have been used to address three fundamental questions about stimulus learning: What are the conditions for stimulus learning? What is the content of stimulus learning? How is stimulus learning reflected in behavior? For each of these three questions, I also identify those issues regarding stimulus learning in the developing zebrafish that warrant further analysis at the behavioral level.
受精后一周内，斑马鱼幼虫就已形成一套丰富的行为技能，包括了解非偶然刺激的能力。在本文开头，我简要回顾了t1-t2框架，即不同组在第一个时间点（t1）接受不同的经历，随后在第二个时间点（t2）进行共同评估，以及该框架在研究刺激学习方面的优势。然后，我描述了在t1-t2框架内实施的用于证明发育中的斑马鱼刺激学习的实验方法。我讨论了这些实验方法如何被用于解决关于刺激学习的三个基本问题：刺激学习的条件是什么？刺激学习的内容是什么？刺激学习在行为中是如何体现的？对于这三个问题中的每一个，我还指出了在发育中的斑马鱼刺激学习方面那些需要在行为层面进一步分析的问题。
